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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 30, 2010 - Issue 2
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Articles

Labelling and self‐esteem: the impact of using specific vs. generic labels

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Pages 191-202 | Received 07 Aug 2009, Accepted 17 Nov 2009, Published online: 26 Jan 2010

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Charlotte W. Greenway, Ammanys H. Robinson & Janice M. King. (2023) The effect of social devaluation, labeling, and familiarity on children's attitudes and behavioral intentions toward a peer with symptoms of ADHD. Psychology in the Schools 60:11, pages 4452-4465.
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Minna Torppa, Tuija Aro, Kenneth Eklund, Rauno Parrila, Anna-Kaija Eloranta & Timo Ahonen. (2023) Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being. Reading and Writing.
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Saga Pardede & Velibor Bobo Kovač. (2023) Distinguishing the Need to Belong and Sense of Belongingness: The Relation between Need to Belong and Personal Appraisals under Two Different Belongingness–Conditions. European Journal of Investigation in Health, Psychology and Education 13:2, pages 331-344.
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Yong-Hwee Nah, Yi-Fang Neo & Annabel Shen-Hsing Chen. (2022) Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers. Research in Autism Spectrum Disorders 97, pages 102020.
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L. Trenton S. Marsh & Larry J. Walker. (2022) Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban “No-Excuses” Charter School. Teachers College Record: The Voice of Scholarship in Education 124:2, pages 85-116.
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Ruth Falzon. 2021. Dyslexia. Dyslexia.
Melinda J. Metaxas. (2021) Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?. Psychiatry International 2:1, pages 85-107.
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Rachael Gabriel & Shannon L. Kelley. 2021. Discursive Psychology and Disability. Discursive Psychology and Disability 143 168 .
Georgia Niolaki, Laura Marie Taylor, Aris Terzopoulos & Rachael Davies. (2020) Literacy difficulties in higher education: Identifying students’ needs with a hybrid model. Educational and Child Psychology 37:2, pages 80-92.
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Genevieve M. McArthur, Nicola Filardi, Deanna A. Francis, Mark E. Boyes & Nicholas A. Badcock. (2020) Self-concept in poor readers: a systematic review and meta-analysis. PeerJ 8, pages e8772.
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Kelly Lynn Mulvey, Lauren McMillian, Matthew J. Irvin & Ryan G. Carlson. (2018) Youth Cognition Surrounding Bullying of Peers With Disabilities: Inclusion, Intervention, and the Role of the Group. Journal of Emotional and Behavioral Disorders 28:1, pages 17-28.
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Rachael E. Gabriel. (2019) Converting to Privatization: A Discourse Analysis of Dyslexia Policy Narratives. American Educational Research Journal 57:1, pages 305-338.
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L. Trenton S. Marsh & Pedro A. Noguera. (2017) Beyond Stigma and Stereotypes: An Ethnographic Study on the Effects of School-Imposed Labeling on Black Males in an Urban Charter School. The Urban Review 50:3, pages 447-477.
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Dorothy V. M. Bishop. (2017) Why is it so hard to reach agreement on terminology? The case of developmental language disorder (DLD). International Journal of Language & Communication Disorders 52:6, pages 671-680.
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Genevieve McArthur & Anne Castles. (2017) Helping children with reading difficulties: some things we have learned so far. npj Science of Learning 2:1.
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Genevieve McArthur, Anne Castles, Saskia Kohnen & Erin Banales. (2016) Low self-concept in poor readers: prevalence, heterogeneity, and risk. PeerJ 4, pages e2669.
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Michael Wigelsworth, Jeremy Oldfield & Neil Humphrey. (2013) Validation of the W ider O utcomes S urvey for T eachers ( WOST ): a measure for assessing the behaviour, relationships and exposure to bullying of children and young people with special educational needs and disabilities ( SEND ) . Journal of Research in Special Educational Needs 15:1, pages 3-11.
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H. R. McGeown, E. C. Johnstone, J. McKirdy, D. C. Owens & A. C. Stanfield. (2012) Determinants of adult functional outcome in adolescents receiving special educational assistance. Journal of Intellectual Disability Research 57:8, pages 766-733.
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